Evidence Based Practice

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Summary of specific EBP used during therapy as a graduate clinician. Developed own low-tech AAC device for pediatric child with cerebral palsy based on current research. The purpose of the development was to provide her with means to communicate until she receives a high-tech AAC device.

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  • By combining vocabulary selection methods (i.e., reviewing source lists to identify core words, using a categorical framework, using open-ended questions, and employing a blank sheet approach), the questionnaire presents a multifaceted approach to vocabulary selection.
  • Evidence Based Practice

    1. 1. Brittany Janowski<br />SPRING 2010<br />Evidence Based Practice <br />
    2. 2. Client Information<br />KH<br />3:8<br />Cerebral Palsy; motor speech disorder<br />Little to no functional speech<br />Status at the beginning of semester:<br />Sign vocabulary of approx. 35 signs (mostly nouns)<br />/jae/ & /nae/ to answer yes/no questions<br />Guessing game<br />No type of AAC device used<br />
    3. 3. The need for more....<br />Signs/speech did not reflect her ability level<br />She has no cognitive deficits & receptive vocabulary is at age appropriate level<br />Vocabulary increasing, MLU should be increasing<br />Prevention of communication breakdowns<br />The answer....Alternative Augmentative Communication (AAC) device<br />
    4. 4. Hesitations<br />No previous experience with AAC devices or board maker software<br />No in depth coursework involving AAC devices <br />Thus, no idea where to begin....<br />Perfect opportunity for EBP<br />
    5. 5. Clinical Question<br />Population<br />Intervention<br />Outcome<br />For children with little to no functional speech(P) , what is the best process of design for an AAC device(I) to facilitate communication outcomes during therapy (O)? <br />
    6. 6. Vocabulary Selection<br />Vocabulary selection for augmentative communication systems: A comparison of three techniques.<br />Enhancing vocabulary selection for preschoolers who require augmentative and alternative communication (AAC). <br />
    7. 7. Results<br />Article #1) Vocabulary checklist was most effective in comparison with blank sheets & categorical tools, Parents provide the most vocabulary information.<br />Article #2) Vocabulary Selection Questionnaire allows one to efficiently select appropriate, meaningful vocabulary by combining vocabulary selection methods . Parents provide most information. <br />
    8. 8. Color Cues<br />Article 3: The effect of color cues on typically developing preschoolers’ speed of locating a target line drawing: Implications for augmentative and alternative communication display design<br />
    9. 9. Results<br />Color characteristics of certain stimuli influence reaction time of locating target symbols<br />Foreground color <br />Background color (relevance)<br />
    10. 10. Item Example<br />
    11. 11. How was this information applied?<br />Discussed AAC device with the parents (needs, benefits)<br />Sent home the Vocabulary Selection Questionnaire<br />Used board maker software to compile personalized boards based on VSQ <br />Used specific color cues within design of each board<br />
    12. 12. Results in Therapy<br />First session served as introduction to new AAC<br />Discussed the importance of modeling <br />Applicable Short term goals: <br />KH will use communication board to express wants/needs in 3 parts with verbal prompts and visual modeling .<br /><ul><li>Able to use new AAC device in 3 parts during first trial (“I am happy,” “I want pancakes”)
    13. 13. Both parents & client seem more excited and appreciative </li></li></ul><li>
    14. 14. Next Steps<br />Electonic AAC device<br />Dynavox<br />Use current design as a guide for limitations/improvements<br />Parent Training<br />
    15. 15. References<br />Beukelman, D.R., Mirenda, P., Morrow, D.R., Yorkston, K.M. (1993), Vocabulary selection for augmentative communication systems: A comparison of three techniques. American Journal of Speech-Language Pathology, 2, 19- 30.<br />Fallon, K.A., Light, J.C., Paige, T.K., (2001), Enhancing <br />vocabulary selection for preschoolers who require augmentative and alternative communication (AAC). American Journal of Speech-Language Pathology, 10, 81-94.<br />Thistle, J.J., Wilkinson, K. (2009). The effect of color cues on typically developing preschoolers’ speed of locating a target line drawing: Implications for augmentative and alternative communication display design. American Journal of Speech-Language Pathology, 18, 231-240. doi: 10.1044/1058-0360<br />

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